O PAPEL DO ESTUDANTE EM HERBART E DAVYDOV: CONTRIBUIÇÕES PARA A EDUCAÇÃO CONTEMPORÂNEA

Abstract

This article deals with the pedagogical theories of Herbart and Davydov and the role of the student according to the concepts of the two theorists, aiming to identify their contributions to contemporary education. Herbart (1776-1841), considered the father of didactics, promoted an educational instruction based on the government, discipline and education tripod that, in addition to subordinating the multiple ends of aesthetic and literary teaching and mathematical and scientific teaching to character formation, served as an essential means of moral education. Davydov (1930-1998) sought, through his theoretical-cultural pedagogy, the psychological and socio-cultural development of the student who, from the initial school years, when appropriating the presented concepts, can consciously use them. Herbart's traditional pedagogy, although centered on the teacher and very conservative, is still present in Brazilian schools and even in international education symposia. From it, one can extract the vision an education that enables the development of all the human capacities of the student in the most different directions. Davydov, with his intense theoretical-cultural research, promoted teaching that at the same time contemplates the student as an active subject in his own education and values the knowledge and work of the teacher. The growing technological development, reinforced by the global crisis brought about by the presence of COVID-19 in the beginning of 2020 showed that the school and the teacher are a fundamental part in the education of the child, but also showed a teacher-centered education and the passive performance of the student in its learning process, signaling the urgency of a teacher training focused on its raison d'être, which is the student's training.